Now in its second edition, Rethinking Disability introduces new and experienced teachers to ethical framings of disability and strategies for effectively teaching and including students with disabilities in the general education classroom. Grounded in a disability studies framework, this text’s unique narrative style encourages readers to examine their beliefs about disability and the influence of historical and cultural meanings of disability upon their work as teachers. The second edition offers clear and applicable suggestions for creating dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional and assessment strategies, co-teaching, and promoting an inclusive school culture. This second edition is fully revised and updated to include a brief history of disability through the ages, the relevance of current educational policies to inclusion, technology in the inclusive classroom, intersectionality and its influence upon inclusive practices, working with families, and issues of transition from school to the post-school world. Each chapter now also includes a featured "voice from the field" written by persons with disabilities, parents, and teachers.
Table of Contents
List of Contributors. Foreword by Linda Ware. Preface. Acknowledgements I. How Knowledge Guides Practice 1. Making Sense of Public School Culture and Context 2. Contemplating the (In)visibility of Disability 3. Examining Beliefs and Expanding Notions of Normalcy 4. Practicing Educational Equity in a Democracy II. How Practice Deepens Knowledge 5. Selecting Approaches and Tools of Inclusive Teaching 6. Creating a Dynamic Classroom Culture 7. Assessing Student Knowledge and Skills in the Inclusive Classroom 8. Drawing upon the Power of Two III. How Talk Changes Knowledge and Practice 9. Actively Challenging Normalcy 10. Promoting Inclusive Beliefs and Practices. A Final Note. Appendix A: Disability Studies in Education. Appendix B: Suggested Further Reading. Appendix C: Useful and Interesting Websites. Index.
Jan W. Valle is Professor of Inclusive Education at The City College of New York (CUNY), USA.
David J. Connor is Professor of Special Education and Learning Disabilities at Hunter College (CUNY), USA.
"In my opinion, Rethinking Disability should be required reading three times throughout every teacher preparation curriculum. Once to plant the seed of self-change, a second time to secure the neurology of deep knowing and a final time to engage in practices fully prepared to defend all students as valued citizen learners. Building a teaching and learning culture that embraces diversity where ‘all really means all’ starts with this book. Read it with your community and disrupt the forces of marginalization." –Thomas J. Neuville, Millersville University, USA
"For educators who want to learn from the best inclusive educators on the planet, this is the book. The market is unfortunately filled with fool’s gold, old-fashioned special education texts now sporting the word ‘inclusion’ on the cover. But this book is the real deal and these authors are the real McCoy. Drawing from decades of inclusive education research and disability studies scholarship, unified with the experiential wisdom of outstanding classroom teachers, the second edition of Rethinking Disability brings readers the concepts, ideals, and practices utilized by the most successful inclusive schools." –Scot Danforth, Chapman University, USA
"Valle and Connor paint a descriptive picture of the complexity of schools. Their book includes reflection on the past, present, and future of education while concurrently preparing educators to be change agents. They have a comprehensive focus on educators’ beliefs and perceptions and approaches to providing an inclusive education to all students. Valle and Connor help to prepare change agents by presenting barriers and solutions, stressing how perceptions impact actions, and providing examples of how to disrupt systems." –Amy Olson, Winona State University, USA
"Jan Valle and David Connor strike a perfect balance between challenging readers to engage in "big question" thinking and offering practical strategies and sage advice—moving seamlessly between the whys and the hows of inclusive practice. It speaks volumes about how to enact and sustain inclusive practice."— Beth A. Ferri, Syracuse University, USA.